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EMC OCR RevisionBundleSAMPLE
EMC OCR RevisionBundleSAMPLE
EMC OCR RevisionBundleSAMPLE
With thanks to the following publishers for permission to reproduce copyright material:
Anna Kessel, Eat, Sweat, Play: How Sport Can Change Our Lives with kind permission of Pan
Macmillan, © Anna Kessel, 2016; Random House UK for the extract from The Narrow Road to the
Deep North by Richard Flanagan published by Vintage © Richard Flanagan (2015); Climbing Days
by Dan Richards, Faber and Faber, © Dan Richards, 2016.
This downloadable publication is copyright © English and Media Centre. Permission is granted only to reproduce the
materials for personal and educational use within the purchasing school or college (including its Virtual Learning
Environments and intranet). Redistribution by any means, including electronic, will constitute an infringement of
copyright.
2 Revision for OCR GCSE English Language © English & Media Centre, 2017
Activities to Boost Reading for OCR GCSE English Language, Papers 1 and 2 18
−− Recognising What Each Paper Requires 19
−− What Should I Write About Language? 20
−− Writing About Sentences 21
−− Writing About a Single Sentence 22
−− Writing About Structure 23
−− Writing About Word Choice 24
−− Critically Evaluating a Text 25
−− Working Out What Is Important 26
−− Comparing Texts: Areas to Consider 28
−− Comparing Texts: Similarities and Differences 29
Activities to Boost Writing for OCR GCSE English Language, Papers 1 and 2 30
−− Recognising What Each Paper Requires 31
−− Thinking About Paper 1 – Writing for Audience, Impact and Purpose 31
−− Writing for Audience, Impact and Purpose: Just a Minute Cards 32
−− Thinking About Paper 2 – Writing Imaginatively and Creatively 33
−− Imaginative and Creative Writing Cards: Just a Minute Cards 34
−− Planning for Paper 1 – Writing for Audience, Impact and Purpose 35
Revision for OCR GCSE English Language © English & Media Centre, 2017 3
AO1 Identify and interpret explicit and implicit information and ideas
AO2 Explain, comment on and analyse how writers use language and structure to
achieve effects and influence readers, using relevant subject terminology to
support their views
AO3 Compare writers’ ideas and perspectives, as well as how these are conveyed,
across two or more texts
AO4 Evaluate texts critically and support this with appropriate textual references
Writing (50%)
AO6 Candidates must use a range of vocabulary and sentence structures for
clarity, purpose and effect, with accurate spelling and punctuation. (This
requirement must constitute 20% of the marks for each specification as a
whole.)
4 Revision for OCR GCSE English Language © English & Media Centre, 2017
Text 1
From The Narrow Road to the Deep North, by Richard Flanagan
This passage is from a novel set in Tasmania, Australia. In this part of the story, set in the late
1940s, Dorrigo Evans and his family, trapped in a car, escape from a ferocious forest fire.
A fireball, the size of a trolley bus and as blue as gas flame, appeared as if
by magic on the road and rolled towards them. As the Ford Mercury swerved
around it and straightened back up, Dorrigo found he had no choice but to ignore
the burning debris that appeared out of the smoke and hurtled at them – sticks,
branches, palings – sometimes hitting and bouncing off the car. He grunted as he 5
worked the column shift up and down, spinning the big steering wheel hard left
and right, white-walled tyres squealing on bubbling black bitumen, the noise only
occasionally audible in the cacophony of flame roar and wind shriek, the weird
machine gun-like cracking of branches above exploding.
They came over a rise to see a huge burning tree falling across the road a 10
hundred yards or so in front of them. Flames flared up high along the tree trunk
as it bounced on landing, its burning crown settling in a neat front yard to create
an instant bonfire that merged into a burning house. Wedging his knee into the
door, Dorrigo pushed with all his strength on the brake pedal. The Ford Mercury
went into a four-wheel slide, spinning sideways and skidding straight towards the 15
tree, slewing to a halt only yards from the flaring tree trunk.
No one spoke.
Hands wet with sweat on the wheel, panting heavily, Dorrigo Evans weighed
their options. They were all bad. The road out in either direction was now
completely cut off – by the burning tree in front of them and the fire front behind 20
them. He wiped his hands in turn on his shirt and trousers. They were trapped.
He turned to his children in the back seat. He felt sick. They were holding each
other, eyes white and large in their sooty faces.
Hold on, he said.
He slammed the car into reverse, backed up towards the fire front a short 25
distance, then took off. He had enough speed up to smash down the picket fence
in the garden where the burning tree crown had landed. They were heading
straight into the bonfire. Yelling to the others to get down, he double-declutched
the engine into first, let the clutch out and flattened the accelerator.
The V81 rose in a roar, tappets clattering, and they crashed into the burning 30
Revision for OCR GCSE English Language © English & Media Centre, 2017 11
16 Revision for OCR GCSE English Language © English & Media Centre, 2017
❚❚ Below are some notes about the sentence, some technical, some about its effect. Use the
notes to write an answer to the question:
How does the writer convey a sense of danger in this sentence?
You do not have to use all of the notes if you think some of them are not particularly useful to
your answer.
❚❚ Next, find another sentence from the same extract that also conveys a sense of danger and
write a response to the same question for that sentence.
• It is long and slithery, just like the path the car takes through the
burning debris.
• It is a complex sentence.
22 Revision for OCR GCSE English Language © English & Media Centre, 2017
2 Strange Case of Dr Jekyll and Mr Hyde: Revision for OCR English Literature © English & Media Centre, 2017
What Can You Remember About Strange Case of Dr Jekyll & Mr Hyde? 5
−− Total Recall 5
−− Generating Knowledge 8
Answers 42
−− Total Recall 42
−− Jumbled Up Mini-essays – Suggested Order 44
Strange Case of Dr Jekyll and Mr Hyde: Revision for OCR English Literature © English & Media Centre, 2017 3
AO3 8 (5 % total
❚❚ Show understanding of the relationships between texts and the exam)
contexts in which they were written.
4 Strange Case of Dr Jekyll and Mr Hyde: Revision for OCR English Literature © English & Media Centre, 2017
2. Read a chapter, or cluster of chapters where you have gaps in your knowledge.
4. Divide the questions into ones you are sure you know the answer to, ones you sort of know
and ones you do not know.
5. Join with a partner and together see if you can work out the answers to all the questions.
6. Finally identify the ones you are still not sure about and ask your teacher for the answers
(available on pages 40-41).
Testing a partner
1. In pairs, choose a chapter or cluster of chapters that you want to revise. (You can also do
this activity for the whole book all at once.)
2. Look at the questions for your chapter, or chapters, and, in your head, place them in order
of difficulty.
3. Take it in turns to ask your partner what you think is the hardest question available, until
you have run out of questions to ask.
4. Keep a score and see who gets the most correct answers.
2. When you are confident that you know all of the answers, decide which five facts in that
chapter, or cluster, are the most significant to remember.
Strange Case of Dr Jekyll and Mr Hyde: Revision for OCR English Literature © English & Media Centre, 2017 5
❚❚ Here are some of the ways you might use these questions:
−− Have a go at answering all of the questions, focus on a few that you select yourself, or
answer ones set by your teacher.
−− Try to think of 3-5 things to say in response to each question that you tackle.
−− In a small group, take a question each and take it in turns to try to talk non-stop about it
for one minute.
−− Take the same question as other members of your group and spend a few minutes
writing a response. Read your different responses to each other and see how you have
each approached it differently or in similar ways.
−− In small groups, pick a question at random. See who can be the first to come up with
five things to say about it.
Chapter 1
1. Looking back on this chapter after reading the whole book, what clues does Stevenson
include about what is going to happen? How effective is he at grabbing the attention of
his readers?
2. How does Stevenson present the relationship between Utterson and Enfield? Is there
anything that you think would be surprising about their behaviour for a modern reader?
Are there any unanswered questions about their behaviour for readers from any period?
3. How effectively does Stevenson establish the setting in this chapter? You might like to
think in particular about his use of contrasts and his description of the house into which
Hyde goes.
Chapter 2
1. In what ways do the first two chapters develop like a detective story? In what ways does
it develop differently?
2. Utterson calls on Dr Lanyon unannounced after midnight, yet this is not presented by
Stevenson as unusual. Why do you think he has set the opening action at night-time?
3. What impression does Stevenson create of Utterson up to this point? You might, for
example, think about why Utterson is so interested in Dr Jekyll and Mr Hyde.
Chapter 3
1. In this short chapter we meet Dr Jekyll for the first time. What impression does
Stevenson give of his character? How does his behaviour add to the element of mystery
in the story as a whole?
Chapter 4
1. This chapter pays a lot of attention to the weather and to describing the part of London
in which Hyde lives. How are both the weather and setting presented in order to create
a Gothic effect?
8 Strange Case of Dr Jekyll and Mr Hyde: Revision for OCR English Literature © English & Media Centre, 2017
❚❚ In a pair, or small group, discuss reasons why you agree or disagree with the statements.
Make sure to relate your responses to what happens in the novel.
❚❚ Choose a statement that interests you and find a short passage in the novel, about 200-300
words long that exemplifies it.
❚❚ Write a paragraph or two analysing closely how your passage exemplifies the statement
and read this to the rest of the class.
❚❚ Draw on the ideas you have heard to write a full response to this question:
The gentlemen in the novel all repress their true emotions and selves:
this is why they are so interested in Hyde, because he represents
everything they are not allowed to be.
Part of the novel’s power comes from what we are not told about the
lives of the gentlemen. E.g. what does Jekyll do when he acts as ‘an
ordinary secret sinner’? Why do Utterson and Enfield meet so late at
night? And why is Lanyon so against Jekyll’s medical experiments?
10 Strange Case of Dr Jekyll and Mr Hyde: Revision for OCR English Literature © English & Media Centre, 2017